PProbing Biology Teachers’ Characteristics Regarding the Verbal Question-Answer Process

Yıl 2021, Cilt: 54 Sayı: 54, 207 - 232, 30.06.2021

Nazli Ruya Taşkın

https://doi.org/10.15285/maruaebd.866563

Öz

Because science begins by asking questions and then seeking answers, asking, and answering questions has always had a pivotal role in science learning and teaching. The purpose of this study is to probe biology teachers’ characteristics regarding the five aspects of the question-answer process (the source of questions, the taxonomy of questions, respondents of questions, teacher feedback, and authority of answers). Twenty-one biology teachers from different high schools participated in this study, with the data being gathered through interviews and observations using the Instrument of the Question-Answer Process (IQAP). Our findings reveal the majority of participants assumed the source of questions to be students. The frequencies for the dimensions of remembering and understanding were found to be far higher than the other query forms concerning the taxonomy of questions. Biology teachers stated choosing volunteer students mainly to answer their questions; however, they tried to select non-volunteer students, thinking these students may sometimes be shy. Regarding teacher feedback, biology teachers tend to tell students immediately whether their responses are correct or not when providing feedback; however, they also claim to encourage other students to incorporate new ideas. The participants indicated that the instructor/teacher and students together agree on the correct response and best solution concerning the authority of questions. This study can provide a portrait of the process of asking and answering verbal questions in biology class. Making observations in more biology teachers’ classrooms is suggested for being able to interpret the results in more detail.

Anahtar Kelimeler

verbal question-answer process, biology teachers, instrument of question-answer process

Biyoloji Öğretmenlerinin Sözel Soru-Cevap Sürecine İlişkin Özelliklerinin İncelenmesi

Öz

Bilim soru sormakla ve sonra cevapları aramakla başladığından, soru sorma ve cevaplamanın fen öğrenimi ve öğretiminde her zaman önemli bir rolü olmuştur. Bu çalışmanın amacı, biyoloji öğretmenlerinin soru-cevap sürecinin beş boyutuna (soruların kaynağı, soruların taksonomisi ve soruları cevaplayanlar, öğretmen geribildirimi ve cevap yetkisi) ilişkin özelliklerini incelemektir. Araştırmaya Türkiye’nin batısında bulunan bir ildeki farklı liselerde görev yapan yirmi bir biyoloji öğretmeni katılmıştır. Veriler, Soru-Cevap Süreci Aracı (SCSA) kullanılarak yapılan yapılandırılmış görüşmeler ve gözlemler yoluyla toplanmıştır. Bulgular, katılımcıların çoğunluğunun soruların kaynağının öğrenciler olduğunu düşündüğünü göstermiştir. Soruların taksonomisine ilişkin olarak ise, “hatırlama” ve “anlama” boyutlarının frekansları diğer soru türlerinden çok daha yüksek olarak bulunmuştur. Biyoloji öğretmenleri çoğunlukla gönüllü öğrencilerin sorularını cevaplamasına karar verdiklerini belirtmiş; ancak, bazen utangaç davranabileceklerini düşünerek gönüllü olmayan öğrencileri de seçmeye çalıştıklarını eklemişlerdir. Öğretmen geribildirimi ile ilgili olarak ise, biyoloji öğretmenleri öğrencilere geribildirim verirken cevaplarının doğru mu yanlış mı olduğunu söylemeyi anında söylemeyi tercih etmişlerdir; ancak, diğer öğrencileri yeni fikirler eklemeye teşvik ettiklerini de belirtmişlerdir. Cevap yetkisine ilişkin olarak ise, katılımcılar öğretmenin veya öğretmen ve öğrencilerin birlikte doğru cevaba ya da en iyi çözüme karar verdiğini belirtmişlerdir. Bu çalışma, biyoloji dersinde sözel soru sorma ve cevaplama sürecinin bir portresini elde etmeyi sağlayabilir. Sonuçları daha ayrıntılı yorumlayabilmek için daha fazla biyoloji öğretmeninin sınıfında gözlem yapılması önerilmektedir.

Anahtar Kelimeler

Sözel soru-cevap süreci, biyoloji öğretmenleri, soru-cevap süreci aracı (SCSA)

Kaynakça

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